Thesis (L.L.M.)--University of Waikato, 2007. / Title from PDF cover (viewed April 7, 2008) Includes bibliographical references (p. 153-158)

This work contributes to the multi-disciplinary community of researchers in computer science, information technology and computer forensics working together with legal enforcement professionals involved in digital forensic investigations. It is focused on the relationship between scientific approaches underpinning digital forensics and the Islamic law underpinning legal enforcement. Saudi Arabia (KSA) is studied as an example of an Islamic country that has adopted international guidelines, such as ACPO, in its legal enforcement procedures. The relationship between Islamic law and scientific ACPO guidelines is examined in detail through the practices of digital forensic practitioners in the process of discovery, preparation and presentation of digital evidence for use in Islamic courts in KSA. In this context, the influence of religion and culture on the role and status of digital evidence throughout the entire legal process has been the main focus of this research. Similar studies in the literature confirm that culture and religion are significant factors in the relationship between law, legal enforcement procedure and digital evidence. Islamic societies, however, have not been extensively studied from this perspective, and this study aims to address issues that arise at both professional and personal levels. Therefore the research questions that this study aims to answer are: in what way and to what extent Islamic religion and Saudi culture affect the status of digital evidence in the KSA legal process and what principles the practitioners have to observe in the way they treat digital evidence in judicial proceedings. The methodology is based on a mixed-method approach where the pilot questionnaire identified legal professionals who come into contact with digital evidence, their educational and professional profiles. Qualitative methods included case studies, interviews and documentary evidence to discover how their beliefs and attitudes influence their trust in digital evidence. The findings show that a KSA judge would trust witnesses more than digital evidence, due to the influence of tradition, which regards justice and law to arise from the relationship between Man and God. Digital evidence, as it arises from the scientific method, is acceptable, but there is underlying lack of trust in its authenticity, reliability and credibility. In the eyes of the legal enforcement professionals working in all areas of the KSA legal process, acceptance of digital evidence in the KSA judicial system can best be improved if knowledge, education and skills of digital forensics specialists is improved also, so that they can be trusted as expert witnesses. This further shows the significance of KSA laws, regulations and education of digital forensic experts as the primary means for establishing trust in digital evidence. Further research following from this study will be focused on comparative studies of other Islamic non-Islamic legal systems as they adopt and adapt western guidelines such as ACPO to their religion, culture and legal systems.

Thesis (M.A. (Political & International Studies)) - Rhodes University, 2009.

Made available in DSpace on 2015-05-07T15:09:12Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2759321 bytes, checksum: 3a3d27c86569319455131964107482a1 (MD5) Previous issue date: 2014-05-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research investigates the model of legal education as criticized for language, regarded as inadequate educational graduation process in the training of legal practitioners. The current model shown disconnected in the face of regulatory framework consisting of the national guidelines of law school, whose pillars of new normative order, configure transformations that aim to meet a humanistic training, requiring new training curriculum policy, broadening the perspectives of the teachinglearning process, to allow the student to acquire skills and abilities built through learning lines (epistemological and juridical), prioritizing interdisciplinary discourses, multidisciplinary and transdisciplinarity. As the literature consulted, there are few records discussing the form of construction of this process and therefore limited Diagnostics indicating what kind of legal culture fuels the creation of Pedagogical Projects of Course. This is the dimension of theoretical discussion that is part of the problem of thesis whose central objective is to identify the set of values and principles contained in the regulatory framework of the guidelines of course, composing the line of legal culture which should be used as a theoretical discourse to the elaboration of Pedagogical Projects of Course. That assumption has led us to investigate other issues that comprise the specific objectives of the research, such as whether teachers have access to these PPPs; If there are Legal Science dialogue with other sciences; If the fundamental axis of the course receives due attention while most important content; If it is true that overcomes even the eminently educational model of positivist speech. In the general context research has technical procedures of literature review and field studies using the hypothetical-deductive method of qualitative approach; understand the importance of literature review, really scarce, and the opinions of teachers in relation to problems of thesis. As a theoretical proposition to refresh the model of course, took off from ideological assumptions based on the line of cultural studies in education, whereas the contribution of Morin, Delors, Eagleton, Adorno, and Alexy as international authors and Bittar, Linhares, Freire and Barreto as national authors. In the dialogue field research confirmed the object of our problem of thesis. There are a number of issues involving the model of legal education. Statements from teachers that integrate some of the major institutions of higher learning in the State of Paraiba do believe the prospect of important epistemological refresh process of legal education, as well as the need to launch new looks in favor of qualification and training of faculty, these actions that arrangements common to other allied problems addressed tend to increase in terms of the quality of teaching and learning process of legal education, while it will comply with the dictates of normative order. / A presente pesquisa investiga o modelo do Ensino Jurídico como alvo de criticas, considerado processo educacional de graduação inadequado na formação dos profissionais do Direito. O atual modelo se mostra desconexo em face do marco regulatório composto pelas diretrizes nacionais do Curso de Direito, cujos pilares da nova ordem normativa, configuram transformações que objetivam atender uma formação humanística, exigindo nova formação político-curricular, ampliando as perspectivas do processo de ensino-aprendizagem, para permitir que o graduando adquira as competências e as habilidades construídas através de linhas de aprendizagem (epistemológicas e jurídicas), priorizando os discursos interdisciplinares, transdisciplinares e multidisciplinares. Conforme a literatura consultada, há poucos registros discutindo a forma de construção desse processo e, portanto, limitados diagnósticos indicando que tipo de cultura jurídica alimenta a criação dos Projetos Pedagógicos de Curso. É nessa dimensão de discussão teórica que se insere o problema de tese cujo objetivo central está situado em identificar o conjunto de valores e de princípios contidos no marco regulatório das diretrizes de curso, compondo a linha de Cultura Jurídica que deve ser utilizada como discurso teórico para a elaboração dos Projetos Pedagógicos de Curso. Esse pressuposto nos levou a investigar outras questões que compõem os objetivos específicos da pesquisa, a exemplo de, saber se os docentes tem acesso a esses PPPs; Se há diálogo da Ciência Jurídica com outras Ciências; Se o eixo fundamental do curso recebe a devida atenção enquanto conteúdo mais importante; Se é verdade que prepondera ainda o modelo de ensino eminentemente de discurso positivista. No contexto geral a pesquisa tem procedimentos técnicos de revisão bibliográfica e de estudos de campo utilizando o método hipotético-dedutivo de abordagem qualitativa, por compreender a importância da revisão de literatura, mesmo escassa, e as opiniões dos docentes em relação aos problemas de tese. Como propositura teórica para a reatualização do modelo de curso, partimos de pressupostos ideológicos fundamentados na linha dos Estudos Culturais em Educação, considerando a contribuição de Morin, Delors, Eagleton, Adorno, e Alexy como autores internacionais e Bittar, Linhares, Freire e Barreto como autores nacionais. No diálogo da pesquisa de campo confirmamos o objeto do nosso problema de tese. Há uma série de questões envolvendo o modelo do ensino jurídico. Os depoimentos de docentes que integram algumas das principais instituições de ensino superior no âmbito do Estado da Paraíba fazem acreditar na perspectiva de importante reatualização do processo epistemológico do ensino jurídico, bem como, a necessidade de se lançar novos olhares em favor da qualificação e capacitação do corpo docente, ações essas que aliadas a outras providencias comuns aos problemas abordados, tendem a ampliar em termos de qualidade o processo de ensino e de aprendizagem do ensino jurídico, ao mesmo tempo em que se fará cumprir os ditames da ordem normativa.

Thesis (Master of Military Studies)-Marine Corps Command and Staff College, 2008. / Title from title page of PDF document (viewed on: Jan 11, 2010). Includes bibliographical references.